Academic Affairs
Policy on Course Level
A policy describing course levels and related criteria may assist members of the university community in making recommendations and decisions about appropriate course levels. It may also clarify issues regarding transfer of credit.
1. Course Numbering
A. Pre-College Courses
001-099 Remedial or basic-skills courses, not applicable to Moorhead State degree
requirements.
B. Undergraduate Courses
100-199 Freshman level
200-299 Sophmore level
300-399 Junior level
400-499 Senior level (may be dual listed with 500 level graduate courses)
C. Graduate Courses
500-599 Entry level graduate (may be dual listed with 400 level courses
and may include limited enrollments by undergraduates)
600-699 Graduate level (undergraduate enrollment only by exception)
700-799 Graduate level (graduate students only)
D. Continuing Studies, Workshop, and Topical Courses
Numbers X89 and X99 are reserved for institution-wide assignment for
Continuing Education and Workshops.
Departments are encouraged to use X90 for Topics courses. Topical courses may be
offered for a maximum of two times before formal approval is required, at which time they
must be reported through the system curriculum approval process.
The following course numbers are reserved for the special use identified in the title and
may only be used by departments that have received approval to offer the course.
X90 Topics
469 Internship
595 Special Topics (graduate level)
596 Workshop (graduate level)
597 Individual Study (graduate level)
695 Special Problems (graduate level)
697 Individual Study (master's level)
699 Thesis (master's level)
797 Individual Study (specialist level)
799 Thesis (specialist level)
2. Explanation of Course Levels
A. Lower Division Courses
Lower division courses are numbered 100 and 200. Typically they require no or limited prerequisite background in the discipline. They are introductory courses or part of a series of basic courses in a discipline.
Lower division courses increase the knowledge students have of subjects with which they are already familiar, introduce them to new subjects, and/or establish a foundation for study of a major subject in depth. They are courses that may be counted in majors, minors, electives, and/or the Liberal Studies Curriculum. They are used at the basic level in baccalaureate programs, and are used in the Associate of Arts Degree in the Liberal Arts.
Lower division courses usually are tightly structured with the expectation that students are to receive considerable instruction guidance in the learning process. Instruction at this level normally is informational and emphasizes learning skills; it usually entails the use of text materials or resources provided by the instructor or acquired through library or other resources. The intellectual skills emphasized in lower division courses include comprehension, analysis, synthesis, evaluation, and application of knowledge, but these competencies are not stressed to the same degree as they are in upper division courses. Evaluation of student performance at this level typically tests information, concepts, and skills, but may include aspects identified for upper division courses as well.
B. Upper Division Courses
Upper division courses are numbered 300 and 400. Typically they build on the background of the lower division. They may have one or both of the following characteristics:
1. They require analysis, synthesis, and/or integration of knowledge and skills from several specific areas in a discipline or from related disciplines.
2. They are built on a foundation of prerequisite lower division courses in liberal studies, a specific discipline, or a related field of study.
Upper division courses enable students to study a major field in depth by building upon and integrating the knowledge gained in lower division courses. Upper division courses may also serve as an introduction to sub-fields within a discipline. Upper division courses are characterized by a more flexible structure that allows for a variety of approaches to the subject matter, a wide range of course material, an emphasis on independent study and/or research in the laboratory, library, studio, or community. Students are expected to accept increasing responsibility for their own learning both inside and outside the classroom. Upper division courses typically emphasize comprehension, analysis, synthesis, evaluation, and application of knowledge. Evaluation of student performance at this level stresses such outcomes as comprehension and understanding of concepts, the ability to solve problems, and the ability to integrate knowledge.
Upper division courses may be counted in majors, minors, electives, and/or the Liberal Studies curriculum. They are used at the upper level in baccalaureate degree programs.
C. Graduate Courses
Graduate courses are numbered 500, 600, and 700. Typically, graduate courses are restricted to students who have successfully completed a baccalaureate degree. They also may have one or more of the following characteristics:
1. They typically build upon a foundation of undergraduate courses
in a single or related discipline.
2. They require intellectual maturity of students and stress independent study.
3. They emphasize the use of information resources, studio, laboratory, community,
and field-based facilities in ways commensurate with the level of learning.
The primary function of graduate courses is to broaden the perspective and deepen the knowledge students have of a particular discipline or professional field of study, or to provide students preparation in an advanced professional field that requires foundational knowledge and experience in a related discipline or field of study. They are used in master's and specialist programs, and may be used for special students or special post-baccalaureate certificate programs and studies.
Graduate courses are structured in a manner that allows for a variety of approaches to the subject matter, a wide range of source material, considerable student interaction, and a significant emphasis on independent study and/or research in the library, laboratory, studio, or community. They are designed to extend the knowledge and intellectual maturity of students beyond the baccalaureate level. They are intended for students who are capable of analyzing, exploring, questioning, evaluating, and synthesizing knowledge. Evaluation of student performance in graduate courses entails a variety of means and is commensurate with the level of complexity of these courses.
D. Multiple Numbered Courses
This is a concept used to manage curriculum and faculty assignments. In this approach, a given body of content is available in seperately approved courses at the two different levels. It is assumed that each of those courses is needed, one for each level of curriculum. However, in the context of curriculum and resource management, the institution may make the decision to teach those two courses simultaneously by one faculty member. Different levels of expectations would be stated for the students. Seperate course syllabi outlining these different expectations or a segment of the common syllabi that clarifies these differences, based on the characteristics described in A, B and C above, would be made available and on file. Multiple numbered courses must be properly approved, documented, and monitored for quality and maintenance of standards. Two types of multiple numbered courses are acceptable. Undergraduate studio and ensemble courses may be multiple numbered (100, 200, 300, 400), and senior and entry level graduate courses may be dual numbered (400/500).
E. Undergraduate Students Taking Graduate Courses
Moorhead State University policy permits seniors to take a limited number of 500 level courses, or, as exceptions with appropriate justifications, 600 level courses. The student pays graduate tuition, and the graduate level formula factor would apply. Campus policy prohibits the application of graduate courses to an undergraduate degree.
F. Use of 500 Level Courses in Graduate Programs
No more than 50% of the credit hours in any graduate program can be at the 500 level.
Effective Date: February 6, 1998